By Wendy Williamson

The doors we open and close each day decide the lives we live. ~ Flora Whittemore

Back in the early 90s when I was in college, it wasn’t so easy to study abroad. I remember meandering into the Office of Overseas Study for a day, browsing through many beautiful catalogs, and of course, daydreaming. Quite honestly, I was a poor college student who worked in the summer and couldn’t afford the time or cost involved with overseas study. I thought maybe I wanted to go to Ireland, since I have Irish roots, but I didn’t really know what I wanted to do or study. My family had never traveled abroad so it was entirely up to me to figure out a path.

After a course in cross-cultural communication, I developed a passion, or rather an obsession, for culture. I decide to customize my major in Communication and Culture through the Individualized Major Program. It truly was a lot more work, but worth it, and I'm glad that I took the challenge. I worked closely with a faculty advisor to choose the right courses and complete a capstone project, a book. This project was evaluated and approved by a committee of faculty volunteers that I was responsible for pulling together. Eventually it was revised and published.  

After graduating with a customized BA in Communication and Culture, I joined the Peace Corps. This was my ticket overseas. The catch was I had to commit for two years instead of a few weeks or a semester and I had to work instead of study. I didn’t care…I was up for an adventure and I thought I could save the world, too. One of my biggest moments abroad had to do with letting go of arrogance, but not pride, about my home country/culture. I’m ashamed to admit this, but I thought we were better than the rest of the world. Little did I know.

I ended up in West Africa for my first Peace Corps assignment and spent my first three months living with a host family and going to school (training) every day. I share this experience in my book, Study Abroad 101, because it was a major turning point in my life. Near the beginning of my training, I attempted (with a dictionary in hand) to ask my host mother how to take a bath with no running water. After going back and forth, pointing to words, and acting out with gestures, she said “AHHHHH” and wrote four words on my notepad in French, “I show you tomorrow.”

When I got up in morning and went to the latrine, my mother came in with a bucket of cold water, to which she poured a pot of hot boiling water, stirred with a stick, and asked me to check, presumably to see if it was warm enough or not too hot. Then she told me to remove my clothing. I was hesitant, obviously! Because I was staring at her with a dumbfounded look on my face, she must have thought I didn’t understand, and so she took off her shirt to show me what to do. As if the look on my face didn’t say “Please STOP!” she started removing the rest of her clothing to further illustrate.

I quickly nodded “oui, oui” indicating that I had understood, and here happened one of the most embarrassing moments of my adult life, and one of the most transforming. Unclothed, I stood before this woman, as she washed me like her own child. From that day forward, I was very careful about asking for help. As the days passed, my host family taught me how to wash my clothes, iron, cook, fetch water from the well, collect rain water in a big barrel (to avoid trips to the well), and a whole horde of other skills. My African friends shaped my values and gave me humility, too. How foolish I was to think that I was more capable and knowing. How much I learned that day which changed my life.

With that I implore you, open the doors, go abroad, and learn. Then, decide the life you’ll lead.

Wendy Williamson, in her Peace Corps days, learns another new skill.

By Doug T. Graham

In the last year I’ve been on both sides of the study abroad equation at Eastern.

This time last year I was studying abroad at Harlaxton College in Grantham, England having the time of my life enjoying all the unique qualities of the program.

As a student at Harlaxton I lived, studied and attended class in the same beautiful building called Harlaxton Manor, a 19th century English country house. The manor was originally made for an English nobleman (with the unfortunate name of Gregory Gregory) and his hundreds of servants, but it now hosts over a hundred American students per semester. The manor is three miles away from the small city of Grantham where I took trains that led me to planes which took me all around Europe.  It was easy to attend class at Harlaxton because not only were the majority of them held a floor below my room, but each room is beautifully painted and adorned with all the luxuries you’d expect an English lord to have.

Now that I’m back from Harlaxton and working in the Office of Study Abroad as a Peer Advisor I have the challenge of condensing the entire Harlaxton experience down to a few sentences when I try to explain the program to Eastern students interested in Study Abroad. I find it to be challenging because I really could talk about Harlaxton all day, something my friends and family can attest to.

So instead of attempting to relay a general overview of Harlaxton, I’m going to focus on one class I took there, the British Studies course.

British Studies is unlike any class I’ve ever taken or will take again. Its aim is to give Harlaxton students a better idea of what it means to be British. It is taught by a talented and knowledgeable all-British staff and is required for all Harlaxton students. The course does this by cramming nearly a millennia of English and British history into 14 weeks. Starting with the invasion of the Normans and King William the Conqueror at the Battle of Hastings in 1066 and going through the 21st century, the course is thorough without being overwhelming.

For those who aren’t thrilled about taking a required history course, hear me out—even those who hate history will find something to like in this course. And even if you don’t, because everyone is in the same boat, you are guaranteed to find a classmate who you can vent your displeasure to.
The class meets Mondays and Wednesdays and is split in to two parts: lecture and seminar. The lectures are unlike any you’ve ever taken before; not only are they carefully crafted to teach about British history by experts in the field and area that is being covered, but they are also held in the beautiful Long Gallery, which in the days of Gregory Gregory was a portrait gallery. The ceiling is adorned with painted cherubs and the afternoon sky.

The seminar sessions meet after the lecture. In seminar, you will meet with one of the four British studies professors and a small group of students to discuss the lecture in a discussion setting. I found seminar to be incredibly helpful and enjoyable, for not only was I getting more depth on what the lecture talked about, I was able to have my questions answered as they came to me.

The best aspect of British Studies, though, is the field trips. The field trips we took did an excellent job of reinforcing things we learned in the classroom while giving us the opportunity to visit foreign cities. One can be told that the Normans built a cathedral and a castle in medieval cities to ingrain the local populace with the idea that the King owns the church and the state, but nothing helps a student remember that fact better than when they are standing atop a castle’s battlements and admiring the nearby cathedral.

British Studies also challenges the students to think about the problem of British and English identity, something that not even British students deal with on an academic level. Making me think about how an Englishman would have felt in 1707 when his country merged with Scotland to become a United Kingdom caused me to think about how I would feel if America merged with Canada or Mexico. Would I be as proud of my country? Questions such as this were rife in British Studies and I relished the opportunity to ponder them.

As I said, British Studies was the best college course I’ve ever taken and I have realized that the reason I consider it as such is because it changed me more as a person than any course I’ve ever taken. If education is about the betterment of oneself, I can see no better example of a course that’s done that for me.  

Doug's family, on a visit from the States, poses for a picture with him on the Harlaxton grounds.

By Lisa Brown

On my last trip to Europe, I met a self-professed Dutch “parrothead” who had translated three Jimmy Buffett songs into Dutch, a Swedish libertarian (yes, they do exist!) who was convinced that Ron Paul is the most intelligent man alive, a Flemish PhD student who was in the process of writing her dissertation on Moroccan immigrants to Europe, and a professional soccer player from the Republic of Guinea in West Africa.  I even sang a few bars of the David Hasselhoff classic “I’ve Been Looking for Freedom” with a woman who had grown up in East Germany.  I met all of these unforgettable folks in less than a week, and I’m not even a terribly outgoing person.

In fact, I think I probably had more in-depth conversations with Europeans on my last trip than in all of my past trips to Europe combined.  Why?  In my opinion, it comes down to location, location, location.  In the past, I’ve always stuck more or less to the major cities and tourist hotspots of Europe.  This time, however, I had the opportunity to travel to a couple of small and medium-sized cities.

In general, larger cities tend to be more cosmopolitan and well organized for tourists.  While this creates some obvious benefits for study abroad participants, one downside is that locals can sometimes become jaded to the endlessly revolving stream of foreigners crossing their borders.  In small and medium-sized cities, however, international students are still somewhat of a curiosity, and in my experience, the locals are more eager to share their culture, traditions, and interests.  While conversing with locals enriches all students’ study abroad experiences, it is especially useful for students who wish to practice a foreign language. As an added bonus, in general, the smaller the city, the more reasonable the cost of living.

The first place I visited on my journey was the Middelburg Center for Trans-Atlantic Studies (MCTS) in Middelburg, the Netherlands—population 48,000.  With its colorful housing, cobblestone walkways, and quaint public squares, the city has the feel of a Dickens Christmas village.  The heart of the city is bounded by a series of waterways, so it is virtually impossible to get lost. MCTS is affiliated with Roosevelt Academy, an international honors liberal arts school, where a variety of fascinating and challenging classes are offered.  MCTS is a wonderful choice for a serious student who wants an immersive European experience but fears getting lost in the crowds of a large city.

My other destination was Wuerzburg, Germany, home of Universitaet Wuerzburg.  Wuerzburg has a population of about 130,000—quite a bit larger than Charleston, but rather small compared to Chicago.  About 1 out of every 4 of those residents is a student, making it a quintessential college town.  Wuerzburg has a UNESCO World Heritage residence, its own fortress, cheap and delicious street food, and a bustling downtown.  Look for an EIU study abroad program there in the future!

Another way to experience small-town Europe as an EIU student is by studying abroad at Harlaxton College in Grantham, England—population 34,592.  At Harlaxton College, students live and study alongside their professors in a jaw-droppingly stunning manor in the English countryside.  For more on what makes Harlaxton amazing, check out Harlaxton alum Doug Graham’s article in this edition of the newsletter.

The program that takes the cake when it comes to small towns, however, is Lorenzo de Medici’s program in Tuscania, Italy, which has a population of about 8,500—less than half the population of Charleston!  In this program, students can live with an Italian family in the Tuscan countryside.  The tiny city is centrally located among hot springs, volcanic lakes, and beaches—ideal for a nature-loving student who desires an authentic Italian experience.

Other semester programs in Europe located in cities with populations of less than 150,000 include Eastern Mediterranean University (Famagusta, Northern Cyprus—population 35,000), Linneaus University (Vaxjo, Sweden—population 56,000), and Universitaet Lueneburg (Lueneburg, Germany—population 72,000). 

The major European study abroad hot spots—Florence, London, Paris, Dublin, Athens—are wonderful choices for some students.  For students who are less outgoing or have a smaller budget but still want an immersive European experience, however, smaller may be better.  Studying in a smaller city does not mean, however, that one can’t add pictures of Rome or Madrid to one’s scrapbook. Since Europe is very well-connected through an efficient public transportation system, a big city is usually only a short train ride away!

Cafe at the Old Main Bridge in Wuerzburg, Germany
(Photo source: University of Wuerzburg website)

By Farhan Aziz

Rachel Dihle is currently a senior at EIU majoring in Business Management with an International concentration.  She has studied abroad twice during her time as a student at EIU.  Her first study abroad experience was in New Zealand where she studied at the University of Otago for an entire semester during the Spring 2009 semester.  Her more recent study abroad program was during the summer of 2010 where she attended Universidad Veritas in San Jose, Costa Rica.  She went for approximately 6 weeks.  She is in the Honors College at EIU and will be graduating in the Spring 2011 semester.  I had the opportunity to speak with her a bit about experience in Costa Rica

Rachel strolls along the beach in Costa Rica with her sister, Aimee.

FA: How did you decide to go on a second study abroad program?  What motivated you?
RD: I decided to go on a second study abroad program because of how much impact my first study abroad trip had on me.  It was one of the best experiences of my life because by living in a new culture you experience a new way of life, form relationships you would never have elsewhere, and learn much more about yourself as a person. I wanted to experience this in a new culture as well, and also wanted to learn Spanish and I thought a 6-week program would be a great introduction to that.

FA: Was there anything you were nervous about before your study abroad program to Costa Rica?
RD: Yes, although I have traveled in several countries where I do not speak the language, something about going to a country to learn it was completely different.  In this way, it was more outside of my comfort zone as I was expected to learn and converse in this new language.  I was nervous that I would not be able to communicate very well with my host family, etc.

FA: Describe your typical day in classes.  What was similar to / different from your typical day at EIU?
RD: A typical week day at Veritas included Spanish class from 8- 12pm, and night class from 6-8:30.   This was similar to a day at EIU except I did not have a job while in Costa Rica so it gave me much more time to study and do homework.  The extra free time was also nice so I could get out and explore the culture/city in the daytime. 

FA: Did you take any trips while you were in Costa Rica?
RD: Every weekend while I was in Costa Rica we could take a trip, my favorite being to Puerto Viejo.  Puerto Viejo was a small coastal town on the Caribbean side of Costa Rica. It was a fun town with many local shops and restaurants.  During this trip we also got to snorkel, surf, and                 hang out at the beach.  The town had a very relaxed atmosphere and most locals there were of Jamaican descent, which was very interesting to learn about.

FA: Do you have any advice for somebody considering study abroad?
RD: If someone is uncertain about studying abroad I would say with 100% certainty that they should go.  It is a very nerve-racking experience at first, because it does take such a large step outside your comfort zone with leaving behind everything of familiarity.  However, the benefits of going far outweigh the costs.

By Kelly Kawa

Special Announcement: Coming next semester, the Office of Study Abroad will introduce EIU students to a new way to explore study abroad program options. The Student Experience Map will have icons from each country that EIU has a one-way, exchange, or faculty-led program. Some third party provider information will be available as well.

Students can click on the icons directly on the map to find out more information about a particular program. This is a quick and fun way for students to see what program fits the type of housing, program length, and major that they are looking for. Most of the programs will also include a video testimonial from a student who has previously participated in that program. Keep a look out for the Student Experience Map, coming soon to the Study Abroad website!

        
Mary Staughn, who studied at CQUniversity in Australia in Spring 2010, prepares for filming.

The International Education Committee approved five new faculty-led programs for Summer 2011.

Culture and Psychology: Cross-Cultural Theory, Dynamics, and Practice is led by Dr. Bill Kirk and Dr. Pam Collins. Coursework takes place in Maastricht, the Netherlands. This course will introduce the student to the interactive issues related to culture, race, ethnicity, and, more broadly, a comparison of cultural dynamics and components. Students have two enrollment options: 3 credits and 7 days overseas, or 6 credits and 16 days overseas. A field trip to the International Criminal Tribunal is included. Nontraditional and Bachelor of General Studies students are particularly encouraged to apply. Course credit is given for PSY 3970.

The Geography and Culture of Germany, Austria, and Czech Republic is led by Dr. Jim Davis and Dr. Dave Viertel from the Geology / Geography Department. This 3-credit hour-course includes a brief history of the regions visited as well as comparisons between typically Western, Eastern, and transitional European cultures.  Visiting some of the most important cultural, historic, and religious centers in Europe allows participants an opportunity to see how different regions influenced one another, as well as maintained their own identities. Course substitutions can be made for EIU 4101G, ESC/GEG 3200, GEG 1100G, and GEG 3060.

German Life and School, led by Dr. Bettina Becker in the Department of Secondary Education, offers 3-6 credits. The course focuses on creating an engaging experience with the host country of Germany. The main focus will be to understand how culture influences how school is done and how this relates to issues of difference and social change. In addition, participants will have many opportunities to see different historic sites and experience German culture and different German leisure activities (from climbing to festivals). Course substitions can be made for EDF 2555, EDF 4741, EDF 5550, and STG 4000.

Gods, Sultans, and Pharaohs: Physical and Social Landscapes Across Three Continents, led by Dr. John Stimac and Dr. Lisa New Freeland, travels to Greece, Turkey, and Egypt. The 4-credit program takes students to three continents (Europe, Asia, and Africa) to see how physical and social landscapes influence one another. Mountains, plains, rivers, seas, and valleys will provide the physical landscapes of study as the group examines social landscapes of past and present including ancient and modern religious practices, governments, education, and family/gender roles. Course substitutions can be made for EIU 4101, EIU 4190, ESC 3200, and SOC 3960.

Politics on the Irish Stage, led by Dr. Jean Wolski and Mr. David Wolski, is 6-credit Theatre Arts program that travels through the Republic of Ireland as well as Northern Ireland. Politics on the Irish Stage will examine not only the works of the playwrights, but the country and culture that gave them their voices. Students journey around the coast of Ireland, from the Viking strongholds of Waterford to the immigrant departure point at Cobh, through beautiful Killarney to the isolated Aran Islands. The segreation of the north in Derry and Belfast will be experienced, as will the glorious Giants' Causeway and the bustling city of Dublin. Course substitutions can be made for THA 3752G, EIU 4161G, THA 3990, and THA 5970.

By Jennifer Prillaman

When I chose to study abroad, I spent weeks looking at different programs, costs, classes, and reading flowery descriptions of how perfect each location was. There were pictures of beautiful buildings, markets overflowing with mouth-watering goodies, and landscapes of oceans, deserts, or lush forests. I read lengthy descriptions of the climates of different countries, geography and population, and the tourist “traditions” I could take part in. I combined all of my research and settled on a study abroad program in Meknes, Morocco, an Islamic country in North Africa. I wanted to learn Arabic, enhance my French, and, I must say, those pictures of camels in the Sahara and hands painted with intricate henna did not hurt, either.

And while I did come back with a pretty teapot and pictures of amazing Alladin-esque gates, I came back with something so much more important that never even crossed my mind through the entire process: Family.

I chose to live with a host family along with two other American students. The language barrier and different rules made for some awkward moments, but by the end of six weeks, our mom Majda called us her “filles,” or daughters. We would often walk into the living room with her in a belly-dancing skirt, twirling and yelling around the living room, motioning for us to join. I would wait for my 9-year old brother, Mamoun, to get home from school so we could play made-up Harry Potter games and would clap for him when he danced on the coffee table to Michael Jackson.

Outside of my host family, I found family in every other aspect of living in Morocco. The other American students were almost all International Relations majors, interested in learning other languages, and looking into futures in the Foreign Service or maybe the Peace Corps. We shared the same passions and the same dreams. We spent classes together where our professors became our family; They invited us to their homes for dinner, wanted to learn from us as much as we wanted to learn from them, and would give us rides home to save us a taxi drive. We looked up to our directors, all who were multi-lingual and shared their friends and favorite places with us. Even one of our tour guides invited us to breakfast in his family’s home one weekend.

While I have tacked up pictures of camels and Saharan sunsets on my bulletin board, I have two framed. The first is the last night with my host family, where my little brother is making a goofy face next to me and the other American students who have tears in our eyes – not wanting to leave. The second is of the entire group of students with our professors and directors. The people I met and the connections I made during my study abroad far outweigh the glossy pictures and country facts that lured me to Morocco in the first place. My host mom said we would never need an invitation back: her home was now our home, and we would always be able to walk into our rooms because that’s exactly what they were: ours.

Editor's Note: Jennifer Prillaman participated in the ISA Meknes program in the summer of 2010.

Jennifer Prillaman (second from left) relaxes with her host family and some American students